Unit 1. Designing an Effective Course and Class

In this module, faculty learn how to write course learning outcomes that effectively define what students will know and be able to do at the end of a course. The module introduces a number of steps to write outcomes that are student-centered, actionable, specific, sequenced from foundational to more complex, and aligned—when appropriate—to program, department, and institutional outcomes.

To satisfy module requirements, practicing faculty must apply the recommended techniques to write new learning outcomes or revise their existing learning outcomes.

Advising Subject Matter Expert: Thomas Angelo, University of North Carolina at Chapel Hill

In this module, faculty learn how to design assessments that most effectively and efficiently allow students to demonstrate mastery of course outcomes. In addition, the module teaches techniques to help students prepare to meet assessment expectations.

To satisfy module requirements, practicing faculty must apply at least one technique, such as revising a course assessment based on the cognitive levels of applicable learning outcomes, developing an assessment blueprint, or creating a course assessment plan.

Advising Subject Matter Expert: Thomas Angelo, University of North Carolina at Chapel Hill

James, R., & McInnis, C. (2001). Strategically re-positioning student assessment: A discussion paper on assessment of student learning in universities. Centre for the Study of Higher Education, The University of Melbourne. Retrieved from http://melbourne-cshe.unimelb.edu.au

In this module, faculty learn how to select activities and assignments that are aligned to the cognitive levels of their learning outcomes, prepare for in- and out-of-class time, and design transparent assignments.

To satisfy module requirements, practicing faculty must apply at least one technique, such as revising a course activity or assignment based on the cognitive levels of applicable learning outcomes or using the transparent assignment template to revise an assignment.

In this module, faculty learn how to design a syllabus that both communicates essential information and facilitates student success. The module includes a checklist and guiding questions instructors can use to identify essential items and important resources. Instructors learn how to design calendars to assist students in meeting key deliverables and build a graphic or big ideas syllabus to support students in visualizing the organization of the course.

To satisfy module requirements, practicing faculty must apply at least one technique, such as using a checklist and guiding questions to revise their syllabus or creating their own graphic or big ideas syllabus.

Wallace, D. F. (2014, November 10). David Foster Wallace’s mind-blowing creative nonfiction syllabus: “This does not mean an essayist’s goal is to ‘share’ or ‘express herself’ or whatever feel-good term you got taught in high school.” Retrieved from http://www.salon.com/

Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website:http://www.cwsei.ubc.ca/

In this module, faculty learn how to effectively leverage each portion of a class session to positively impact student learning. The module includes techniques designed to begin class—the most critical learning time—with a powerful opening. Faculty also learn strategies to segment class sessions with student-active breaks and end by engaging students in summary activities.

To satisfy module requirements, practicing faculty must apply the techniques to plan a class session with an effective start, middle, and end.

Unit 2. Establishing a Productive Learning Environment

In this module, faculty learn how to plan for a successful first day, start building a community of learners, and implement active learning strategies that help students understand course expectations.

To satisfy module requirements, practicing faculty must apply at least one technique, such as creating an outline for the first class session, using an icebreaker, or assigning a syllabus activity.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.

Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/

In this module, faculty learn how to work with students to set expectations for a civil learning environment. In addition, the module helps faculty address low-, mid-, and high-level disruptions to the learning environment.

To satisfy module requirements, practicing faculty must apply at least one technique, such as writing policies regarding classroom civility, writing classroom norms with students, or using appropriate methods to respond to student behaviors.

Braxton, J. M., Bayer, A. E., and Noseworthy, J. A. (2004). The influence of teaching norm violations on the welfare of students as clients of college teaching. New Directions for Teaching and Learning, 2004(99), 41–46.

Buttner, E. H. (2004). How do we “dis” students?: A model of (dis)respectful business instructor behavior. Journal of Management Education, 28, 319–334.

In this module, faculty learn how to create a classroom environment that supports learning, make their course content relevant, and communicate their belief in students’ ability to meet course expectations.

To satisfy module requirements, practicing faculty must apply at least one technique, such as using seating charts, talking with students before class, or using data from student surveys to adjust instruction.

In this module, faculty learn how to motivate students by developing students’ appreciation for their discipline. In addition, faculty learn to support student success through setting goals, incentivizing assignment completion, and using a variety of assessment and instructional strategies to meet the needs and showcase the strengths of different types of learners.

To satisfy module requirements, practicing faculty must apply at least one technique, such as discussing their interest in the discipline, establishing incentives for assignment completion, or teaching students the DAPPS formula for setting goals.

Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/

Wieman, C. (2013). Motivating learning. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/

Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/

In this module, faculty learn how to assess students’ levels of readiness in order to inform instruction and encourage the use of campus resources for academic support. The module also teaches faculty how to clearly communicate their expectations and use grading practices that fully support student success.

To satisfy module requirements, practicing faculty must apply at least one technique, such as using ungraded assignments early in the semester, inviting a panel of past students to share advice with their current students, using a performance prognosis inventory, or sharing academic support resources.

In this module, faculty learn how to build intrinsic motivation by offering choice, providing targeted feedback and revision opportunities, and connecting course learning to career goals. It also introduces the concept and motivational impact of a growth mindset.

To satisfy module requirements, practicing faculty must apply at least one technique, such as providing students with a choice in the type of project they will complete, offering students an opportunity to use feedback to revise an assignment, or showing students how course content is connected to their career goals.

In this module, faculty examine how their own experiences have shaped their perspectives and the importance of valuing different viewpoints. In addition, faculty learn about the power of explicit and implicit messages (microaggressions, stereotype threat) and how to create an inclusive classroom environment and curriculum that are representative of diverse student perspectives.

To satisfy module requirements, practicing faculty must apply at least one technique, such as assessing and revising their curriculum to represent a diverse society or writing ground rules for productive discourse in the classroom.

Unit 3. Using Active Learning Techniques

In this module, faculty learn to implement the essential components of effective active learning, including providing a rationale for the activity, promoting group interdependence, holding group members accountable, and collecting student feedback to identify strengths and areas for improving the activity. The module helps instructors implement three active learning techniques (Think-Pair-Share, Jigsaw, and Analytic Teams) depending on the learning objectives they have set for their class session.

To satisfy module requirements, practicing faculty must apply at least one technique, such as holding students accountable for their participation in group activities or implementing an appropriate active learning activity.

Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from http://harvardmagazine.com/

In this module, faculty learn how to effectively plan and facilitate active learning in a large class. The module teaches faculty to use an active learning cycle to pique student interest, build foundational knowledge, and then require students to apply new concepts. In addition, the module includes techniques for using formative assessment and leveraging technology to inform and improve learning.

To satisfy module requirements, practicing faculty must apply at least one technique, such as using cues to keep students on task, designing lessons according to an active learning cycle, or closing with an activity to hold students accountable.

Cleveland, L. G. (2002). That’s not a large class; It’s a small town: How do I manage? In C. A. Stanley & M. E. Porter (Eds.), Engaging large classes: Strategies and techniques for college faculty (pp. 16–27). Bolton, MA: Anker.

Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from http://harvardmagazine.com/

In this module, faculty learn how to determine if the lecture approach is aligned to their learning objectives, develop well-organized and effectively paced lectures, keep students engaged, and seek student feedback.

To satisfy module requirements, practicing faculty must apply at least one technique, such as opening with an interesting quote or question to pique students’ interest, providing skeletal notes, or chunking information into manageable segments.

Lambert, C. (2012, March–April). Twilight of the lecture: The trend toward “active learning” may overthrow the style of teaching that has ruled universities for 600 years. Harvard Magazine. Retrieved from http://harvardmagazine.com/

In this module, faculty learn how to write well-sequenced, thought-provoking questions to increase student engagement in class discussions. The module helps instructors effectively set expectations for participation, explain the role of discussion for positively impacting learning, and develop an effective grading policy. Faculty will also learn how to leverage class discussions so students come to class prepared and having done the assigned reading or homework.

To satisfy module requirements, practicing faculty must apply at least one technique, such as sequencing questions to progress toward higher order thinking, developing a grading policy for participation, or assigning students a self-grading activity.

Wieman, C. (2010). Basic instructor habits to keep students engaged. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca//a>

In this module, faculty learn activities they can use to launch productive discussions, including Hatful of Quotes, Sentence Completions, and Fishbowl techniques. The module also helps instructors balance student participation using wait time, prompts to manage dominant talkers, and techniques to encourage quieter students while also limiting their own talking.

To satisfy module requirements, practicing faculty must apply at least one technique, such as using a Fishbowl activity, wait time, or prompting.

In this module, faculty learn how to design assignments that incorporate civic knowledge, skills, and values; as well as teach students to strategically use research to solve local problems, share their findings with the community, and develop their civic values.

To satisfy module requirements, practicing faculty must create a civic learning assignment for one of their courses.

Finley, A. (2012, January). A brief review of the evidence on civic learning in higher education. Paper presented at the annual meeting of the Association of American Colleges and Universities, Washington, DC. Retrieved from http://www.aacu.org/

Unit 4. Promoting Higher Order Thinking

In this module, faculty learn how to provide a set of high-quality directions for complex tasks and the essential techniques for giving clear explanations of challenging content. In addition, the module includes techniques for obtaining student feedback on the clarity of directions and explanations designed to inform instructional adjustments when needed.

To satisfy module requirements, practicing faculty must apply at least one technique, such as providing written directions, sharing multiple examples, or assigning a class-reaction survey.

In this module, faculty learn how to use concept maps and a variety of visualization tools to assist students in understanding complex concepts, principles, and ideas and the important relationships between them.

To satisfy module requirements, practicing faculty must apply at least one technique, such as using a flowchart during a class session, asking students to use visual tools to answer questions, or teaching students to use concept maps to prepare for exams.

In this module, faculty learn how to motivate students to take notes and effectively support note-taking by sharing pointers, providing skeletal outlines, allowing processing time, and using cues to signal important points.
To satisfy module requirements, practicing faculty must apply at least one technique, such as sharing research that supports the benefits of note-taking, teaching students how to take notes, or providing a skeletal outline.

In this module, faculty learn how to plan a questioning strategy that prompts critical thinking. The module also helps instructors use advanced questioning techniques, like the Socratic Method, and activities for helping students develop their own questioning skills.

To satisfy module requirements, practicing faculty must apply at least one technique, such as using a taxonomy to appropriately scaffold questions, using the CLOSE-UP method, or assigning students a task that requires them to write their own questions.

In this module, faculty learn how to assist students in understanding and taking ownership of their own learning process. Techniques include using cues to guide student learning, presenting and having students develop work plans for completing complex assignments, prompting self-reflection with rubrics or other grading guidelines, and making worked examples available.

To satisfy module requirements, practicing faculty must apply at least one technique, such as sharing examples of prior students’ work, using an exam wrapper, or having students complete the Critical Incident Questionnaire.

Unit 5. Assessing to Inform Instruction and Promote Learning

In this module, faculty learn to implement research-based grading practices aligned to their grading philosophy and course content. In addition, the module includes information on setting grading policies for late assignments and extra credit and effectively communicating grading practices to students.

To satisfy module requirements, practicing faculty must apply at least one technique, such as sharing their grading policy with students, assigning different values to assignments based on learning opportunities, or offering extra credit for improved learning.

In this module, faculty learn how to select a grading tool that best aligns to the assigned task and offers the type of feedback most helpful to students. In addition, the module includes techniques for helping students understand how to use different grading tools to their benefit as well as techniques for helping instructors understand how they might use the data generated from grading tools to inform instruction.

To satisfy module requirements, practicing faculty must apply at least one technique, such as creating an assignment checklist, having students use a rubric to analyze sample papers, or analyzing rubric data.

In this module, faculty learn how to offer students effective feedback. In addition, the module includes techniques to help students more effectively use feedback for improvement and to help instructors leverage technology to increase feedback efficiency.

To satisfy module requirements, practicing faculty must apply at least one technique, such as providing timely feedback, conducting structured peer review sessions, or distributing handouts that address common errors.

Advising Subject Matter Expert: Thomas Angelo, University of North Carolina at Chapel Hill

Angelo, T. A. (2011). Efficient feedback for effective learning: How less can sometimes be more. Retrieved from http://planning.iupui.edu/

Burnham, C. C. (1986). Portfolio evaluation: Room to breathe and grow. In C. W. Bridges (Ed.), Training the new teacher of college composition (pp. 125–138). Urbana, IL: National Council of Teachers of English.

In this module, faculty learn how to effectively check for student understanding by using quality questioning techniques and whole-class formative assessment strategies including the One-Minute Paper, Muddiest Point, and In Your Own Words.

To satisfy module requirements, practicing faculty must apply at least one technique, such as calling on both volunteers and nonvolunteers, using wait time, asking students to clarify or expand on their responses, or implementing a classroom assessment technique.

Howard, J. R. (2015). Discussion in the college classroom: Getting your students engaged and participating in person and online. San Francisco, CA: Jossey-Bass.

Ingram, J., & Elliott, V. (2016). A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours. Cambridge Journal of Education, 46, 1–17.

In this module, faculty learn how to use patterns of student achievement on key assignments and assessments to inform instruction. In addition, the module provides techniques to secure mid- and end-of-semester feedback from students and techniques to use colleague observations and consultations with faculty development specialists to inform improvements in instruction.

To satisfy module requirements, practicing faculty must apply at least one technique, such as creating a data analysis insights chart, securing midsemester feedback, or documenting teaching practices in a journal.

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.

Rojstaczer, S. (2012, September 18). Student evaluations offer bad data that leads to the wrong answer. New York Times. Retrieved from http://www.nytimes.com/

Seldin, P. (1997). Using student feedback to improve teaching. In D. DeZure (Ed.), To improve the academy (Vol. 16, pp. 335–346). Stillwater, OK: New Forums Press and the Professional and Organizational Development Network in Higher Education.